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Young peoples’ reflections on what teachers think about family obligations that conflict with school: A focus on the non-normative roles of young caring and language brokering

Crafter, Sarah; Cline, Tony; Abreu, Guida de and O'Dell, Lindsay (2017). Young peoples’ reflections on what teachers think about family obligations that conflict with school: A focus on the non-normative roles of young caring and language brokering. Childhood, 24(4) pp. 517–530.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1177/0907568217713585
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Abstract

In “Western” contexts school attendance is central for an ‘ideal’ childhood. However, many young people engage with home roles that conflict with school expectations. This paper explores perceptions of that process in relation two home activities - language brokering and young caring. We interviewed 46 young people and asked them to reflect on what the teacher would think when a child had to miss school to help a family member. This paper discusses the young people’s overall need to keep their out-of-school lives private from their teachers.

Item Type: Journal Item
ISSN: 1461-7013
Project Funding Details:
Funded Project NameProject IDFunding Body
Young people’s representations of conflicting roles in child developmentRES-000-22-0549Economic and Social Research Council
Keywords: Young caring; Language brokering; Teachers; School; Family obligations
Academic Unit/School: Faculty of Arts and Social Sciences (FASS) > Psychology
Faculty of Arts and Social Sciences (FASS)
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Health and Wellbeing PRA (Priority Research Area)
Innovation, Knowledge & Development research centre (IKD)
Item ID: 49268
Depositing User: Sarah Crafter
Date Deposited: 25 Apr 2017 13:49
Last Modified: 15 May 2018 15:40
URI: http://oro.open.ac.uk/id/eprint/49268
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